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The purpose of this paper is to examine the relationship between open innovation (OI) and innovative performance, and to explore the moderating effect of knowledge structure, including component knowledge and architectural knowledge, on this particular relationship.

The proposed model was tested with regression analysis of data collected through a questionnaire survey of 231 employees of Chinese manufacturing firms.

The findings indicate that inbound OI is positively related to innovative performance and that outbound OI has an inverted U-shaped effect on innovative performance. By presenting empirical evidence of the moderating effects of component and architectural knowledge, our analysis of results demonstrates that the strong alignment between knowledge structure and OI results in superior innovative performance.

This study addresses the controversial issues brought up by previous studies with findings of an inverted U-shaped effect of outbound OI on innovative performance. By exploring the moderating effect of knowledge structure, the authors provide insights into how internal contextual factors in relation to organizational knowledge can affect the efficacy of the inbound and outbound OI on innovative performance.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.